What are the strategies for literacy teaching? On Chinese teaching in primary schools.

What are the teaching strategies of Chinese literacy in primary schools?

Literacy teaching is the basis of Chinese teaching in primary schools. To read, we must create the necessary preconditions through literacy; If you read widely, you must read a lot; To write an article, we must learn to use words and make sentences with words on the basis of literacy. Therefore, literacy teaching is extremely important in Chinese teaching. "Chinese Curriculum Standard" puts forward that students "like learning Chinese characters and have the desire of active literacy", "actively advocate independent, cooperative and inquiry learning methods, and advocate that students are the main body of learning and development". Therefore, in literacy teaching, we must pay attention to students' individual differences and learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' autonomous, active and positive literacy consciousness, and make teachers' guidance literacy and students' autonomous literacy develop harmoniously.

1. Stimulate students' interest in literacy

The Chinese Curriculum Standard points out that "Chinese teaching should stimulate students' interest in learning" and make students "have a strong interest in learning Chinese characters". Let students be constantly attracted by fresh stimuli in game middle schools, activity middle schools and situational middle schools, and turn boring literacy into happy literacy, so as to increase the interest, participation and acceptability of literacy. Start with mobilizing students' interest in literacy and carry out various activities. Make full use of word strings, children's songs, couplets, stories, etc. in teaching materials, plus vivid and lively multimedia and other forms to stimulate children's interest in literacy and guide them to read in a language environment. Let students' interest persist, let pure interest become a psychological satisfaction of students, and form the internal driving force of learning.

second, teach students literacy methods

it is very important for teachers to guide students' learning, especially for junior students' literacy. Students always learn according to the learning methods they have mastered. Therefore, teachers' guidance plays a directional role. Thus, literacy teaching is not only to let students master a few Chinese characters, but more importantly, to teach students the methods of literacy while teaching literacy, and constantly improve their literacy ability, so that they can actively acquire and use the regular knowledge of Chinese characters, so as to successfully complete the process of analyzing and synthesizing Chinese characters, make this process more perfect and simplified, and contribute to the improvement of literacy teaching quality. Commonly used methods are:

(1) Memorizing glyphs by using basic words. Students have mastered a certain amount of independent characters, and regard these simple and easy-to-remember independent characters as basic words, and use the methods of adding, subtracting or combining basic words to help students remember glyphs. For example, the sum of "day" plus "eye" and "eye" minus "day", "day" and "month" is "Ming".

(2) using the changes of radicals to memorize glyphs. Many words can become another new word by adding radicals, removing radicals or changing radicals. Teachers can classify the words they have learned and let students talk about how a word is obtained by adding, subtracting or changing radicals from another word, so as to fully explore the transfer and association functions in students' minds. For example, beside the word "Jing" and "Ri", the words "Hang" and "Zuo" are removed, the words "Sit" and "Piao" are removed, and the words "Feng" are replaced with three points of water.

(3) Use the characteristics of pictophonetic characters to memorize glyphs. A considerable number of Chinese characters are pictophonetic characters, with radicals expressing meaning and phonetic symbols beside them. This feature of pictophonetic characters can effectively help students understand and remember glyphs. For example, "ducking" is the ducking of a dragonfly, so it is pronounced next to and on the right of the word "worm", and the whole word is also pronounced "q Ρ ng". Thinking and explaining from this angle, students will basically never forget anything.

(4) Memorize glyphs with vivid and interesting stories. There are some words, teachers can grasp the characteristics of glyphs and compile short stories, so that students can unconsciously keep the glyphs in their minds forever in a relaxed and pleasant atmosphere when listening to the stories. For example, when teaching the word "swim", students can be told that swimming must have water (beside three points of water), the swimming pool is generally square (with the word "square" in the middle), and children must pay attention to safety when swimming (children) and must be accompanied by adults (people).

(5) Use the characteristics of pictographs to memorize glyphs. The words "mountain, stone, field, earth and well" in textbooks are evolved from ancient pictographs, which have many similarities with real objects, so let students know

words with similar shapes and different shapes like "bubble, hug and cannon" after observing the real objects or pictures, and students call them "sister words". In Chinese characters, there are many such phenomena, and changing radicals has become the main way for students to memorize new words. When learning "Cang", they will compare with "grabbing" and "gun"; Learn "Tan" and they will think of "Dan". Find out the relationship between glyphs, it will be much easier to learn, and review the previously learned words at random

(6) Understand the words, understand their meaning and remember their shapes. The children don't know what knowing is, but they think such words are really interesting. For example, "crooked" and "crooked", students observe carefully to see if there is any special discovery. "The word" crooked "has a" no "above it and a" positive "below it. Since it is" crooked ",it is certainly crooked!" For this kind of special words, students understand its meaning and quickly remember its shape.

In practice, students form the habit of finding the best way to read, and give students the initiative. When they devote themselves wholeheartedly to thinking of various ingenious methods, literacy teaching is not only easy but also full of fun and happiness!

Third, let students read in life

Literacy teaching must be closely linked with students' lives, so that students can enjoy learning in extensive, vivid and interesting activities and improve their literacy ability. According to children's cognitive rules, the first words that children recognize are most closely related to their daily life, such as "Dad, Mom, Me". Therefore, we can start with students' interests, lead students' vision to a colorful life, and advocate literacy in life. To guide students to read in life, we strive to be diverse, lively and interesting; Strive to combine inside and outside the class, communicate inside and outside the school, and reflect openness.

(1) Make full use of campus cultural resources to guide students to read. The garden of the classroom, the bulletin board on campus and the slogan in the window. Guide students to read while visiting the campus. When you meet students, pull them to your side and often ask, what is written here? Soon students can even recognize complex words.

(2) identify with the name of Xue, so that students can recognize words quickly and effectively. At the beginning of school, each student is given a seating chart of the whole class, so that parents can help their children get familiar with the names of the whole class as soon as possible. Let each student take turns to hand out homework, so that you can remember your classmates' names quickly.

(3) read with the help of objects and pictures in life. There are many ready-made objects at home and in the classroom, such as doors, windows, platforms, blackboards, televisions, computers, refrigerators, beds, etc., which can be pasted with word cards so that students can recognize the words representing the objects when they see them. We also have a literacy competition by category to see who knows more words. For example, school supplies, fruits, vegetables, plants and animals.

Fourth, use various forms to review and consolidate new words

Pupils learn literacy quickly and forget it quickly. If the new words you have learned are not reviewed and consolidated in time, it is easy to come back to life. Children can't master words at once. If you understand what you want to grasp, it does not mean that you have mastered it completely. It depends on whether you can apply it correctly and flexibly. More practice and application can not only broaden and deepen the understanding of words, but also exercise the accuracy and flexibility of students' logical thinking and improve their language expression ability. Therefore, students should be given enough opportunities to practice and use the words they have learned in teaching. To enable students to master new words firmly, they must do a good job in reviewing and consolidating, and the ways and means should be varied. Literacy can be consolidated through games. Drive a train: This game is played in groups. As the children make the sound of "Woo-click, click", the teacher shows a new word and asks a group of students to spell syllables and analyze glyphs in sequence. If any student has a wrong pronunciation or incorrect glyph analysis, the train can't go on. Give an order to stop, and then it can continue to go on after it is repaired. (2) crossword puzzles: According to the characteristics of these words, guide students to do crossword puzzles to help them remember. For example: "One point one beam, a window is opened under the beam, with a big mouth open and a small mouth hidden inside." What word (height) riddle is guessed, and the word will be written. (3) Reciting jingles: When encountering difficult words, teach students to recite jingles. For example, the word "Lai": "Drop it horizontally and then add it horizontally, with one vertical in the middle of the word and one left and one right. This word will not be forgotten." In this way, students can learn the jingle by heart and write strokes. (4) Sending letters: Please ask the students who have learned the most seriously in this class to be the postman, and send the new word cards to the classmates as letters. Other children clap their hands and sing children's songs together: "Ding Rinrin, Ding Rinrin, the postman will deliver the letter. Not afraid of the wind, not afraid of the rain, and wholeheartedly serving the people. " After the letter is delivered, please come to the stage to read it one by one and analyze the font. (5) Adding bricks and tiles: Write an incomplete word, so that students can complete the strokes. For example, after finishing the words "water", "cow" and "sheep", students not only remember the stroke order rules of the word "water" in the middle and then on both sides, but also distinguish the difference between the word "cow" and the word "sheep" vertically. (6) Find friends: Ask students to find the right words to match some words to form new words. (7) Picking apples: Show a picture of a big tree, and apples with new words are hung on the tree. Students make a fruit basket (spell the correct pronunciation of new words with cards and spell them correctly) and pick the corresponding apples (new words). We can compete in groups to see which group picks more apples.

In a word, junior students like playing games. In the process of literacy teaching in lower grades, teachers should stimulate students' interest in learning according to this psychological characteristic, use various games in a timely and selective manner, create a pleasant learning atmosphere for students, teach them literacy methods, and make literacy teaching enter the ideal situation of "teachers enjoy teaching and students enjoy learning". Do our junior literacy teaching better!